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Introduction
Beste volgers,
mijn promotieonderzoek heb ik op donderdag 26 november met succes verdedigd aan de Universiteit van Antwerpen.
Het is een innovatief en gedurfd onderzoek; een van de zeergeleerde opponenten stelde dat hij nog nooit zoiets gezien had.
Binnenkort kunnen jullie kennisnemen van mijn onderzoek op: https://www.hogeschoolrotterdam.nl/onderzoek/kenniscentra/talentontwikkeling/nieuws-en-activiteiten.
DIRECT hebben: PDF-download (zie onder) / boekversie via g.romkes@chello.nl
Gosse
Current institution
Publications
Publication (1)
In het onderzoek staat het leerproces ‘Leren Lesgeven’ centraal zoals zich dat voltrekt bij studenten tijdens de initiële opleiding tot leraar tweedegraads. Uit internationale en nationale bronnen is gebleken dat er weinig onderzoek is gedaan naar het initieel opleiden van leraren en de condities waaronder dat het beste kan worden vormgegeven. Door...
Questions
Question (1)
I am designing a questionnaire for higher education students who have been taught by a specific teacher. This questionnaire about the teacher's techniques is intended, among other things, to find out whether this particular teacher asks his or her students more questions in class than other teachers at the same school. Which of the items below is most eligible and why?
1. If I compare the 'asking questions technique' of this teacher in his / her lessons with other teachers from our college, this teacher asks me more often questions in class: agree 1 - 2 - 3 - 4 -5 (-6 - 7) disagree.
2. Circle the number that best matches your experience of 'asking questions technique' with this teacher.
I am asked questions in the lessons of this teacher: rarely 1 - 2 - 3 - 4 - 5 (-6 - 7) often.
3. How many questions have you been asked in this teacher's lessons? Average of ___ questions per lesson in this teaching period.
In addition to administering a questionnaire, 1 lesson is also recorded on video with this specific teacher.
I presented these three options to three colleagues with a lot of research experience. All three of them said that I should not start working with a questionnaire but should observe. But I don't think that with an observation you can get information about whether a student gets more or less questions in class with a specific teacher. They also had many doubts about each of the three options because the item wouldn't be objective enough. My own preference is option 1 because it asks the closest and most directly what to measure in a realiable and validity way.
I am curious what any of you can and will say about this?
Kind regards, Gosse Romkes
